Emily C. Bouck

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A key complication facing teachers who seek to integrate technology in their teaching is the fact that most technologies are not designed for educational purposes. Making a tool an educational technology requires creative input from the teacher to redesign , or maybe even subvert the original intentions of the designer. The learning technology by design(More)
  • E C Bouck
  • 2012
BACKGROUND A conversation currently exists regarding secondary curriculum (e.g. academics, functional) for students with moderate/severe intellectual disability (ID) without a large research base connecting curriculum to outcomes. METHOD This study represented a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) data to understand(More)
Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete(More)
  • E C Bouck
  • 2010
BACKGROUND Life skills can be critical to the success of individuals with intellectual disabilities (ID) in terms of postschool outcomes. Yet, research suggests a decreasing emphasis on the acquisition of life skills in school for students with ID, raising the question if students then receive training in these areas after graduation. METHOD This study(More)
(2008). Suicide and students with high incidence disabilities: What special educators need to know. Abstract: The purpose of this article is threefold: To discuss suicide as it pertains to students diagnosed with high incidence disabilities.; To help special education teachers identify students at risk for suicide.; To identify how special educators can(More)
BACKGROUND/AIMS/METHODS Price comparison is an important and complex skill, but it lacks sufficient research attention in terms of educating secondary students with intellectual disability and/or autism spectrum disorder. This alternating treatment design study compared the use of a paper-based number line and audio prompts delivered via an audio recorder(More)
In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested(More)
PURPOSE This study sought to understand the extent to which students with severe disabilities receive assistive technology in school and out-of-school, and the relationship between receipt of assistive technology in school and post-school outcomes for these students. METHOD This study was a secondary analysis of the National Longitudinal Transition(More)
BACKGROUND/AIMS/METHODS The Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a(More)